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In order to analyze the effectiveness of various learner strategies upon initial learning, retention, and subsequent transfer of a motor skill, 50 college-age subjects were randomly assigned to one of five strategy conditions: imagery, rhythmic, anticipatory, informed choice, and control. The task, which used a visual tracking apparatus, required subjects to follow a moving target in both visible and invisible conditions. Following the learning trials, subjects were administered a retention test and subsequent transfer task involving the same apparatus. Separate analysis for the two dependent variables, time on target and absolute error, revealed subjects displayed superior performance (in terms of both dependent variables) during the transfer task. A significant group effect for total time on target appeared to suggest that the rhythmic strategy group was superior to the control group. In general, however, no one strategy was more effective than any other or the control condition in producing learning during the acquisition, retention, or transfer phases in this experiment.